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Silos Cf Tech Course






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  • Landscape view of the course – Office, Multimedia, Emerging Tech, Issues in Tech (pflaum book, ISTE), Vista, LiveText Conceptual framework and NCATE standards – Tech, Collaboration, Reflection, Diversity – we modeled collaboration as well as encouraged it in our students (class time lent itself to students helping students, group work for emerging tech). Diversity - how might this help in classrooms, online discussions addressed the digital divide. Reflection – every artifact that was created had a required reflection
  • Weekly meetings with food – both professional and personal connections, support from Dept head who was kept in the loop and also very involved in the facilitation and management of administrative issues (scheduling, equipment); Dean was kept in the loop and encouraged the process – also helped with issues as they arose (securing equipment, etc.)
  • Getting equipment and tech support as needed – since it was a new course some unexpected issues arose (jump drives), time to plan and to teach the course – tips on how to manage course content within the time frame

Silos Cf Tech Course Silos Cf Tech Course Presentation Transcript

  • Collaborative Design of an Introductory Technology Course Nancy Luke Armstrong Atlantic State University College of Education
  • Overview
    • COE at AASU implemented a series of “common courses” for undergrad and grad initial certification students (BSED and MAT)
    • Initial teams met to discuss course design and content
    • One of the courses: EDUC 3100/6100 focused on technology for teachers
  • Twofold Mission
    • EDUC 6100: Technology for Teachers
      • Productivity Tools
      • Multimedia and Emerging Technologies
      • Technology in Education
      • Vista (Online Learning)
      • LiveText (Electronic Portfolio)
    • Alignment with AASU Unit Conceptual Framework
      • Technology
      • Collaboration
      • Reflection
      • Assessment
      • Professionalism
      • Diversity
  • Piloting the Course
    • Summer session: once a week for three hours
    • Instructor team met weekly to collaborate and to discuss the approaching course activities
    • Active use of formative evaluation as the course was developed
    • Instructors were co-learners with each other and with the students
    • Students developed a collection or ”portfolio” of their work – artifacts with reflections in LiveText
  • Examples of Artifacts
    • Office products
      • Publisher brochure
    • Multimedia
      • Audio: Teaching philosophy
      • Video: Memorable teacher
    • Collaborative group work - Emerging Technologies presentation
    • Smart Boards – Notebook file (counting money)
  • LiveText Final Project (Portfolio)
  • LiveText: Reflection & Artifact
  • Vista: Course Content
  • Vista: Online Discussions
  • Lessons Learned
    • If possible, keep collaboration groups manageable
    • Encourage informal “hallway” interactions but plan for collaboration meetings on a regular basis
    • Secure administrative support
    • Open dialog should be the standard
  • More Lessons
    • Share ideas about student management issues as well as curriculum and content
    • Technical support needed to address just-in-time problems
    • Draw from each members’ strengths and expertise
    • Insist on course consistency across sections
  • Web Agendas
    • Module Approach
    • Support for Part-time Instructors
  • Next Steps
    • Using course evaluation data, continue to refine the course and update
      • Readings
      • Activities
      • Calendar/Schedule
      • Assessment rubric
    • Keep goals and objectives consistent
  • Questions? Contact information: [email_address] [email_address]